ERIC Number: ED452334
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Influence of State Policy on Standards and School Practices: A Comparison of Three Urban Districts.
Sunderman, Gail L.; Kim, Jeong-Ran
This study examined the implementation of standards-based reforms in urban schools with high concentrations of low-income students, highlighting the influence of state policy on the development and implementation of school standards. Researchers examined the type of state policy three school districts were exposed to, level of teachers' awareness of the state policy on standards, and teachers' perceptions of the implementation of standards. Data collection occurred during the 1997-98 and 1998-99 school years and involved surveys, interviews, observation, and document analysis. Results indicated that the different policy environments within which schools and districts operated related to how districts and schools interpreted standards. These differences translated into differences in teachers' awareness of standards and perceptions of how well they were implemented. While teachers reported high levels of awareness of standards, they were not the driving force behind their classroom practices. Instead, district accountability policies that were narrowly focused on raising standardized test scores influenced school practice and directed it at improving standardized test scores. Policies were interrelated, with one policy establishing the context for another. The implementation of standards-based reform involved actors at multiple levels of the educational system with different levels of authority. (Contains 22 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A